Meridian ecofeminist pedagogy. Decolonizations and educational intersectionality

Beginning with an analysis of the founding book of the international movement of ecofeminism, the essay conducts an examination of the possibility of creating a crossing space between the ecofeminist perspective and that of meridian thought in an intersectional and educational sense. The essay identifies commonalities and crossing lines between the peculiar prerogatives culturally attributed to the categories of people socialized as women, the natural environment and the South; this is elaborated through a preliminary work of categories of people socialized as women, of the natural environment and the of the female world with the natural one. The identification of the shared experiences of exclusion and marginalization that unite these three identities is taken as the cultural category to be overturned to become the educational instance of mutation. On the basis of the analyses elaborated in the first part, the essay advances the proposal of a meridian ecofeminist pedagogy. The essential features of this are the conducting a work of unraveling the connections of identities plural in an intersectional sense between sexism, environmental racism and internalized anti-meridionalism in order to define educational paths that are characterized by the acceptance of fragilities and differences and by ecology as a theoretical-methodological to foster the design of educational scenarios, learning environments and educational practices imbued with pluralism at multiple levels.

Keywords: ; Ecofeminism; Meridian education; Educational intersectionality; Meridionalism; Decolonial feminism

Raffaela Carmen Strongoli, Pedagogia ecofemminista meridiana. Decolonizzazioni e intersezionalità educative in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2024, pp 164-177, DOI: 10.3280/erp1-2024oa18298